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The Relationship Between Principal And Teacher Perceptions Of Principal Instructional Management Behavior And Student Achievement
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Book Synopsis The Relationship Between Principal and Teacher Perceptions of Principal Instructional Management Behavior and Student Achievement by : Kathleen A. O'Day
Download or read book The Relationship Between Principal and Teacher Perceptions of Principal Instructional Management Behavior and Student Achievement written by Kathleen A. O'Day and published by . This book was released on 1984 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Between Principal and Teacher Perceptions of Principal Instructional Management and Student Achievement in Selected Texas School Districts with an Emphasis on an Index of Effectiveness by : Joyce Difford Benoit
Download or read book Relationships Between Principal and Teacher Perceptions of Principal Instructional Management and Student Achievement in Selected Texas School Districts with an Emphasis on an Index of Effectiveness written by Joyce Difford Benoit and published by . This book was released on 1990 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Principal and Teacher Perceptions of Principal Leadership Behavior and Student Achievement by : Alice M. Ericksen
Download or read book The Relationship Between Principal and Teacher Perceptions of Principal Leadership Behavior and Student Achievement written by Alice M. Ericksen and published by . This book was released on 1987 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Perceptions of Principal Instructional Leadership Practices on 8th Grade Ohio Achievement Assessment (OAA) by : Henry Pettiegrew (II)
Download or read book The Perceptions of Principal Instructional Leadership Practices on 8th Grade Ohio Achievement Assessment (OAA) written by Henry Pettiegrew (II) and published by . This book was released on 2013 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to identify the instructional leadership behaviors that distinguish effective suburban school in Northeast Ohio to reach conclusions about the contextual factors that influence the nature and exercise of the instructional leadership in schools. This research was conducted for the following purposes: (a) to determine if a significant relationship between principal self-perceived instructional leadership behavior and student performance, (b) to determine if a significant relationship between teacher perceived principal instructional leadership behavior and student performance, (c) to determine the extent principals' instructional leadership behavior scores, as perceived by principals, principal experience and student socioeconomic status (SES) explain the variance in student performance, (d) to determine the teachers' perceptions of principal instructional leadership behavior, teacher experience and student socioeconomic status (SES) explains the variance in student performance. This study followed a descriptive and comparative research design. A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,454 Ohio middle school principals and teachers, and 505 survey respondents were used. Results indicated that both principals and teachers perceive framing school goals as the most important instructional leadership behavior. Other results show that student socioeconomic status and framing schools goals were perceived to explain the variance in student performance in middle schools.
Book Synopsis An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement by : Kerry Andrew Schindler
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement written by Kerry Andrew Schindler and published by . This book was released on 2012 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument derived from 21 principal instructional leadership behaviors purported to relate to student achievement (Waters et al., 2003). Correlation analyses were used to analyze relationships between principals' and teachers' perceptions of the 21 instructional leadership behaviors and student achievement as indicated by campus average achievement scale scores in mathematics, social studies, science, reading, and English language arts. In addition, correlation analysis was used to examine the relationship between the congruence of principals' and teachers' perceptions and student achievement. The study revealed that principals' and teachers' perceptions of instructional leadership behaviors, and congruence between perceptions, were not related to student achievement (average effect size). However, when each of the 21 instructional leadership behaviors was examined individually, statistically significant relationships were found. Positive correlations were found between student achievement and 3 of the 21 instructional leadership behaviors: (a) flexibility, (b) input, and (c) outreach as self-perceived by principals. In addition, principals' perceptions on one instructional leadership behavior (discipline) produced a negative correlation with student achievement. Teachers' perceptions of the principals' instructional leadership behaviors positively correlated to student achievement on 2 of the 21 instructional leadership behaviors: (a) ideals/beliefs and (b) order. When differences in principals' and teachers' perceptions were examined, 12 of the 21 instructional leadership behaviors produced a negative correlation to student achievement: (a) communication, (b) contingent rewards, (c) culture, (d) discipline, (e) flexibility, (f) focus, (g) ideals/beliefs, (h) input, (i) optimizer, (j) order, (k) resources, and (l) situational awareness. These results indicated that, as principals' and teachers' perceptions of the instructional leadership behaviors were closer together (high congruency), student achievement increased. The results of the study confirmed that certain instructional leadership behaviors of the principals related to student achievement. The findings concerning the congruence between principals' and teachers' perceptions have encouraging potential in explaining student achievement.
Book Synopsis A study of principal instructional leadership behaviors manifested in successful and nonsuccessful urban elementary schools by : Margaret Mary Irma Cantu
Download or read book A study of principal instructional leadership behaviors manifested in successful and nonsuccessful urban elementary schools written by Margaret Mary Irma Cantu and published by . This book was released on 1994 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Mixed Methods Case Study by : Khalid N. A. Sutton
Download or read book A Mixed Methods Case Study written by Khalid N. A. Sutton and published by . This book was released on 2019 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the Philadelphia area, there are too many high schools where students are not making adequate academic progress, as measured by the Pennsylvania Value Added Assessment System (PVAAS). As a result of this insufficient academic progress, there are many young adults lacking the minimal skills necessary to enroll in college or to enter into the workforce. The purpose of this mixed methods case study was to explore principal leadership behaviors and characteristics, and the extent in which they contribute to the achievement of students in urban high schools within the Philadelphia region. In every institution of learning, the overarching goal should be centered on providing students the necessary skills to assist them in growing academically, as well as socially. Principals as the leaders, of K-12 buildings, play an important role in ensuring that students receive the best education possible, while also maintaining and creating a safe environment for students and staff members. The research question for this investigational study was: What is the relationship between principal leadership behaviors and high school student achievement in urban districts within the Philadelphia area? The researcher used the following sub-questions to provide answers to the overarching question: (1) What leadership behaviors do teacher respondents perceive as positively impacting student achievement in urban high schools; (2) What leadership behaviors do principal respondents perceive as positively impacting student achievement in urban high schools; (3) How do principals describe the direct effects of their leadership behaviors on urban high school student achievement; and (4) How do principals describe the indirect effects of their leadership behaviors on urban high school student achievement? At two high schools in the Philadelphia region, 27 teachers and two principals participated in this mixed methods study. The high school teachers completed a survey using the well-known and validated Principal Instructional Management Rating Scale (PIMRS), designed for teachers by Dr. Philip Hallinger. The two principal participants took part in a semi-structured interview and completed the PIMRS survey designed for school leaders. The semi-formal interviews, scheduled for 30 minutes, were recorded using two digital devices and transcriptions were electronically and manually completed. Statistical Package for Social Sciences (SPSS) software was used to interpret and analyze quantitative data while InVivo and hand coding was used for qualitative data analysis. From the analysis of the qualitative data, three major themes emerged for principal behaviors: (a) data collection and analysis is essential, (b) curriculum and instruction must be monitored and (c) school culture is a factor. This study may inform current and future school leaders on the leadership behaviors essential to improving academic achievement. Considerations for further research in the area of principal leadership are offered.
Book Synopsis The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement by : Monte Damon Ladner
Download or read book The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement written by Monte Damon Ladner and published by . This book was released on 2014 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to determine whether a relationship exists between student achievement, as measured by school Quality of Distribution Index score, and school leadership based on staff perceptions of school leadership, as measured by the Survey of Supervisory Behavior. The leadership of seven schools was assessed by staff members in five different sub scales of leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. The seven schools sampled were comprised of four rural or county schools and three city schools. The subjects for this study were principals of standalone schools containing grades five, six, seven, and eight or some combination of the four grade levels. All 60 respondents to this study were teachers from a rural southern state. Of the respondents, 48.33% held a Bachelors degree, 71.66% had been at their schools six years or more, 81.66% had taught for six or more years, 95.00% were white, and 91.66% of participants were found to be teaching in their subject area. The survey instrument was comprised of five domains. All five domains and the instrument were correlated with QDI to determine whether relationships exist. None of the five domains were found to be statically significant in relation to QDI. Additionally, the Survey of Supervisory Behavior Instrument was not found to be statistically significant in relation to QDI.
Book Synopsis Principals and Student Achievement by : Kathleen Cotton
Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school.
Book Synopsis An Exploration of the Relationship Between Teachers' Perceptions of Principals' Instructional Leadership and Transformational Leadership Behaviors by : Michael J. Finley
Download or read book An Exploration of the Relationship Between Teachers' Perceptions of Principals' Instructional Leadership and Transformational Leadership Behaviors written by Michael J. Finley and published by . This book was released on 2013 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this quantitative study was to examine the relationship between teachers' perceptions of their principals' instructional leadership behaviors and transformational leadership behaviors. In addition, the study examined the relationship between teachers' perceptions of their principals' instructional leadership and a principals' level of degree and principals' teaching area background. This quantitative study was driven by two teacher questionnaires: the Principal Instructional Management Rating Scale (PIMRS) and the Multifactor Leadership Questionnaire (MLQ). The subscales examined in the PIRMS include framing the school goals, communicating the school goals, supervising and evaluating instruction, coordinating the curriculum, monitoring student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development, and providing incentives for learning . The subscales utilized for the MLQ include idealized influence (attributes), idealized influence (behaviors), inspirational motivation, intellectual stimulation, and individualized consideration. In addition to the teacher questionnaires, the principals answered two demographic questions about their level of education and their principal teaching area background. A multiple regression analysis was used to determine if the transformational 2 leadership subscales, principals' level of degree, or principals' teaching area background are predictors of effective instructional leadership. The findings from this study depicted a strong relationship between instructional and transformational leadership behaviors. In addition, "intellectual stimulation," "idealized influence (behavior)," and "individual consideration" are the three best predictors of instructional leadership behaviors as identified by the regression analyses. The findings from the study did not find that a principals' level of education or a principals' teaching area background are predictors of effective instructional leadership as perceived by teachers.
Book Synopsis Assessing Instructional Leadership with the Principal Instructional Management Rating Scale by : Philip Hallinger
Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Book Synopsis An Elusive Search by : Stewart Thorson
Download or read book An Elusive Search written by Stewart Thorson and published by . This book was released on 2015 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the perceived instructional leadership behaviors of principals in schools in Alabama and to investigate the relationship between instructional leadership and school effectiveness. This study determined the extent of the relationship between principals' perceptions of their instructional leadership practices, specifically the instructional leadership functions and dimensions identified by the Principal Instructional Management Rating Scale ([PIMRS] Hallinger, 1983/1990), and school effectiveness as described by the Alabama State Department of Education determinant of student achievement, the ACT Aspire. Perceptions of principals were gathered from 94 principals in elementary, middle, and high schools in Alabama. This study used a non-experimental, descriptive, and cross-sectional research design that examined principals' leadership behaviors and determined the degree to which these could be linked with indicators of school effectiveness. This study sought to answer the following research questions: (1) To what extent do principals demonstrate instructional leadership behaviors characterized by PIMRS framework? (2) What are the levels of performance of schools as indicated by their ACT Aspire achievement data, and do these vary by socioeconomic status or community setting? (3) What is the relationship between the instructional leadership behaviors of principals and the performance of schools? (4) Do the perceptions of principals regarding instructional leadership behaviors characterized by the PIMRS framework vary by: (a) total of years of experience in educational leadership, (b) years of experience as principal at the current school, (c) level of education, (d) the grade span of the school, (e) indicators of school socioeconomic status? Findings indicated that a small, but significant positive relationship existed between the instructional leadership dimension Defining the School Mission and the proficiency rates of schools in both Reading and Mathematics. The school's socioeconomic context was a significant variable related student achievement as was the school's community setting. School principal's emphasis on instructional leadership varied by their experience both in terms of years of experience at the current school as principal and total years in educational leadership overall. This study provides administrators and policy makers in Alabama with a confirmation of the widely held assumption that principals are difference makers in the achievement of schools. Further, this study adds to the body of literature linking specific instructional leadership behaviors and increased student achievement.
Book Synopsis The Relationship Between Principal and Teacher Perceptions of Principal Leadership Style and Student Achievement by : James William Hardie
Download or read book The Relationship Between Principal and Teacher Perceptions of Principal Leadership Style and Student Achievement written by James William Hardie and published by . This book was released on 1992 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Teachers' Perceptions of Instructional Leadership Behaviors of Principals in Virginia to Student Achievement Levels by : Michael D. Thomas
Download or read book The Relationship of Teachers' Perceptions of Instructional Leadership Behaviors of Principals in Virginia to Student Achievement Levels written by Michael D. Thomas and published by . This book was released on 1997 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of High School Principals' Leadership Behaviors Using the Principal Instructional Management Rating Scale (PIMRS) and the Relationship to the AYP (Adequate Yearly Progress) Status in High Poverty Suburban School Districts Located in Southeastern Pennsylvania by : Melanie-Jo McCarthy
Download or read book Teachers' Perceptions of High School Principals' Leadership Behaviors Using the Principal Instructional Management Rating Scale (PIMRS) and the Relationship to the AYP (Adequate Yearly Progress) Status in High Poverty Suburban School Districts Located in Southeastern Pennsylvania written by Melanie-Jo McCarthy and published by . This book was released on 2008 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher and Principal Perceptions of how Principal Transformational and Instructional Leadership Behaviors Relate to Student Achievement by : Gayle Steele
Download or read book Teacher and Principal Perceptions of how Principal Transformational and Instructional Leadership Behaviors Relate to Student Achievement written by Gayle Steele and published by . This book was released on 2012 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Principal Behavior Related to Student Achievement by : Sylvia J. Springer
Download or read book Teacher Perceptions of Principal Behavior Related to Student Achievement written by Sylvia J. Springer and published by . This book was released on 1996 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
